Sentences with phrase «practices teachers frequently»

Teachers are largely doubtful that parents understand formative or interim assessment — the diagnostic tools and practices teachers frequently use to gauge student understanding and to adapt the instruction process.

Not exact matches

The Supreme Court, however, could have protected a teacher's ability to recognize student achievement without defending a practice that too frequently causes public embarrassment.

Unlike at many district schools, teachers are given preparation periods and collaborate frequently and practice lessons together.

The variation in state practice allows us to provide some preliminary answers to questions frequently raised about alternative certification: Do states that provide a genuine alternative, not simply a symbolic one, recruit more teachers who take the alternative certification route?

So let's return to the calming yet energizing zone of focused attention practices and brain breaks, a place that would greatly benefit students — and their teachers — when revisited frequently.

It's not all about test - taking, but it is important for teachers to measure student progress frequently in order to inform their own instructional practice.

Each grade 1 - 3 teacher was coded as frequently, occasionally, or never observed engaging in each of the above practices.

A variety of data were used to inform these practices, with academic performance data, such as benchmark assessments and teacher created formative assessments, were used most frequently.

Still, a troublesome pattern apparently persists: secondary school principals do not, according to our data, interact with teachers frequently and directly about instructional practice.

More teachers in the most effective -LRB--RRB-, and least effective schools -LRB--RRB-, were frequently observed practicing sight words than teachers in the moderately effective schools.

A chi square test indicated that more teachers identified as most accomplished were frequently observed practicing sight words than teachers identified as moderately accomplished.

However, without explicit direction regarding the nature of the commentary, peers responded most frequently with praise and agreement, neither of which supports teachers in improving their practice (Feiman - Nemser, 2003).

This quick method allows teachers to assign writing tasks more frequently and gives students more valuable practice.

Whenever I volunteered in my children's elementary classrooms, I was struck by how frequently the teachers created time to individualize instruction, offering support, reviewing concepts, practicing skills, and assessing understanding.

LIFT leaders frequently walk classrooms together using a tool called the Instructional Practice Guide to check on literacy instruction and provide non-evaluative, content - specific feedback to teachers.

The purpose of tenure — a term that is frequently misused — is to provide due process protection that allow teachers to voice their opinions, advocate for their students, and challenge inequities and bad practices without fear of unjust retaliation by principals, superintendents or school boards.

Beyond Incentives also details key findings about the impact of this program, including that teachers who work with teacher leaders report that doing so helped them to improve their own practice; that those who did so frequently were more likely to report that they felt valued in their schools and saw opportunities to advance in their profession; and that teacher leadership can foster professional collaboration, which is fundamental to overall school improvement but often hard to achieve.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardTeachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardTeachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and boardteachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

Professional development models associated with gains in student learning frequently provide built - in time for teachers to think about, receive input on, and make changes to their practice by providing intentional time for feedback and / or reflection.

Teachers who have learned to incorporate such data into their teaching practice frequently respond positively to the growth they see in their own students» reading fluency and / or mathematics proficiency.

Providing this type of feedback to teachers requires a commitment from administrators to frequently visit classrooms and collect accurate and reliable evidence of teaching practice.

How frequently do you engage in your own self - reflection and self - assessment of your attitude toward yourself as a classroom teacher, your attitude toward your students, and your attitude toward your practice as a classroom teacher?

The fourth highlights strategies for improving student behavior that are both research - based and frequently cited by teachers themselves in their focus group responses: «Through CORE offices or Tennessee Behavior Supports Project (TBSP), TDOE could emphasize how the following teacher suggestions for improving student behavior are research - based and addressed in RTI2 - B: promoting positive behavior and prevention efforts and encouraging restorative behavior practices; involving parents in student behavior efforts; nurturing positive student - teacher relationships; and providing appropriate consequences in response to student behavior issues.»

High - quality professional learning frequently provides built - in time for teachers to think about, receive input on, and make changes to their practice by facilitating reflection and soliciting feedback.

Teachers are well - trained and well - compensated and, as a result, are expected to create their own lessons using best practices and the learning outcomes set by standards as guiding principles; additionally, teachers in DoD schools frequently collaborate with other teachers (C. Smrekar et al.Teachers are well - trained and well - compensated and, as a result, are expected to create their own lessons using best practices and the learning outcomes set by standards as guiding principles; additionally, teachers in DoD schools frequently collaborate with other teachers (C. Smrekar et al.teachers in DoD schools frequently collaborate with other teachers (C. Smrekar et al.teachers (C. Smrekar et al., 2001).

Elicit student participation frequently throughout instruction and teacher - guided practice.

Many factors that correlate with dropout rates — coming from low - income or single - parent families, getting low grades in school, being absent frequently, and changing schools — seem to be beyond the realm of a teacher's practice.

Self - represented applicants at the Human Rights Tribunal of Ontario have raised the issue of bias directly or indirectly through expressed concerns about lawyers on the Tribunal's practice advisory committee appearing for respondents: see Guilmoutdinov v. Ontario College of Teachers (2009 HRTO 2130), for example, where the adjudicator noted that advisory committees were frequently used by tribunals to promote responsiveness to the communities they serve and concluded that membership on the committee did not create a reasonable apprehension of bias.